CENTRAL BANK

Central Bank is an institution that has an important role in the economy, especially in monetary affairs, finance and banking. This is apparent from the function and purpose of the Central Bank that is not identical with commercial banks, savings banks and other financial lembanga. Objectives, tasks and authority senteral bank in a country different from the others, depending on the social structure, politics and economics of each country. Viewed from the authority, the composition of organizational units within the central bank basically consists of two levels, namely the highest autority, ie units that have the highest authority and the second level, second level which has authority under the highest.
There are three agencies that have the highest authority in the organization's bank
central which can be expressed as follows:
1. Policy-making body
2. Implementing agency policies
3. The regulatory body.
Policy-making body
the organization of central banks generally shaped Council (Council) and
in formulating policies, decision set based on majority vote.
Implementing agency policies
are the units / agencies within the central bank organization that is empowered to implement and realize the policies already set by policy-making body.
The regulatory body
is a unit within the organization who has the task of central banks and
authority to conduct supervision and inspection at the central bank.
Function of Bank Sentaral
Central bank is basically responsible for maintaining monetary system in order
can work efficiently, so as to ensure the creation of the growth rate of credit / money supply as required to achieve the expected economic growth without causing inflation. In addition, the central bank responsible for managing, protecting and maintaining the stability of the rupiah. In performing this task, the central bank to do it by using the tools / instruments of monetary wisdom as:
a. Politics Discounts
b. Political Open Market Operations
c. Political Changes in the Minimum Reserves
d. Margin Requirement
e. Moral Suasion

Bank Indonesia
in the Act N0. 23 of 1999 states that the purpose of Bank Indonesia is to achieve and maintain rupiah stability. Vision Bank Indonesia central bank is an institution that can be trusted nationally and internationally by strengthening the strategic value that is owned and achieving low and stable inflation.
Bank Indonesia's mission as outlined in the Governor's decision No.
4/22Kep/GBI/INTERN/2002 June 28, 2002 is a purpose, duties and authority of Bank Indonesia, as mandated in the law on Bank Indonesia. In other words the Bank Indonesia's mission is to achieve and maintain rupiah stability by maintaining monetary stability and development of financial system stability for long-term national development sustainable. For Bank Indonesia, the formulation of the vision is expected to assist the organization in:
1. Establish and maintain consistency, and clarity of organizational goals
2. Provide reference to planning and decision making process
3. Getting kemitmen the members of the Board of Governors and all employees through clear communication about organizational tasks, and
4. Getting support and understanding from the parties concerned on the implementation of organizational tasks.
In addition to vision and mission, Bank Indonesia has a strategic value that consists of:
1. Competence (competency)
2. Integrity (integrity)
3. Transparency (Transparency)
4. Accountability (accountability)
5. Cohesiveness
6. payment. In line with these tasks, the organization of Bank Indonesia are grouped into three main sectors:
1. Monetary Sector
2. Banking Sector
3. Sector payment system
4. Internal management sector (as supporters)
5. Law No.23 of 1999 concerning Bank Indonesia has provided a good foundation (conducive) in creating a credible policy of Bank Indonesia. The law has clearly established that the objectives of Bank Indonesia as already mentioned. Next in the Law of Bank Indonesia (UUBI) assigned the task of Bank Indonesia as:
1). To formulate and implement monetary policy,
2). Set up and maintain the smoothness and payment system
3). Regulate and supervise banks.
Strategic Objectives of Bank Indonesia
For the medium and long term strategic goals set seven banks
Indonesia:
1. Achieving price stability, by maintaining appropriate levels of inflation targets at the range and an acceptable period of time through research, policy formulation and effective operation of monetary control
2. Creating a sound banking system and effective, by improving and seeing the stability of the banking and soundness of individual banks through research, policy formulation, regulation, guidance, supervision and effective system of banking information
3. Ensure the safety and efficiency of payment systems, namely by improving safety, efficiency and effectiveness of the national payment system, through policy, regulation and effective control, which is supported by a reliable technology
4. Achieved a positive image both internally and externally, that is well known in Indonesia and international central bank as an institution capable, trustworthy, and reliable through a major contribution to stability and economic growth in Indonesia
5. Improve coordination and networking with those who berkepntingan sperti sawasta government agencies and both domestic and international, through dialogue and
continuous open communication
6. Being a knowledge-based organization, that is by realizing the organization that is able to control, develop and disseminate the relevant knowledge to all the organizations that are supported by information technology through policy and regulatory organizations
7. Developing an effective mnusia resources and highly competent, namely by improving the knowledge, skills and integrity of Bank Indonesia employees, through coaching, training, providing opportunities and programs are effective and sustainable development.
Bank Indonesia Head Office
Organiasai Bank Indonesia consists of units of work at the Head Office
in accordance with the distribution sector.
1. Monetary Sector
2. Banking Sector
3. Sector Payment System
4. Internal Management

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CLASSICAL MONETARY THEORY

Classical monetary theory is based on JB. Say, Irving Fisher and A. Marshall. J.B. Say's law has put forward is famous for stating that the supply will always create a demand (supply creates its own demand). This means that an economy will not experience underemployment or the disebet by Maltus underconsumtion. Total public spending will always be sufficient to support production at current state
Monetary theory of many associated with the quantity theory of money assumes that many factors affect the value of money is the money supply (quantity of money or the supply of money).
Quantity Theory of Recardo
Recardo is the person who originally found the theory of value for money by arguing that the strong and the weak value of money depends on the amount of money in circulation. If the amount of money turned into a 2-fold the amount of money will decrease and a half times the original, otherwise if the money is less by half, then the value of money will be doubled. It happens, because if the amount of money increased to 2 times then it will affect the price rose to two-fold and automatic the value will decrease by half.
This theory sebgai written with the following formula:
M = KP
Where:
M = kuantity of money
P = the general price level
The money supply is initially for OM, and the price level as high as op1. If the amount of money doubled (OM2) then the price rises were also two times (Op2) and the value of money fell by half.
Irving Fisher's Quantity Theory of
Irving Fisher tried to fix Ricardo's theory by including the three factors that mepengaruhi value for money. The theory of Irving Fisher was named "the transaction equation of exchange" which states that "Any payments by households, businesses, and governments on the other hand is a multiplication between price and quantity are the same as multiplying the amount of money in circulation and the speed of rotation". Mathematically, this relationship can be written
MV = PT
Where:
M = Quanti of money
V = velocity of circulation of money
P = price level
T = volume of good and services.
M x V shows the number of payments / expenditures are made public within a certain period. On the other hand it is payment for the purchase of goods and services (T), while T is to know the price (P), so the number of purchases declared
M x V = P x T.
From this formula can be determined the level of price and value for money, the price level equal to the amount of money multiplied by the speed of rotation divided by the number of goods traded:
P = MV / T is the value of money
W = 1 / P.
The fact indicates that the factor P is passive is not always true. Sometimes P may also play a decisive role in influencing the speed of the velocity of money. Thus between M, VP and T there is a relationship of mutual influence of affect. This fact may weaken the theory of Irving Fisher as a tool of monetary analysis.
Quantity Theory of D.H. Roberston
The quantity theory of Irving Fisher formulated back by DH Robertson becomes M = OPT. Actually both theories are the same, the difference lies in the approach. Irving Fisher reviewed the transaction through velocity (average velocity of money transactions). D.H. Robetson approached through cash balance (the average long idle money.) Therefore, the quantity theory of Robetson equaition is called cash balance., Factor V in the transaction velocity of approach by Robertson replaced by k in the cash balance approach. k that indicates how long on average each mengaggur dollars in cash is a reversal of the V which shows how many times each and every dollars change hands.
So k = 1 / V
and if the formula
M = KPT, we change k to 1 / V. then obtained by the formula;
M = TP / V or
MV = PT.
Quantity Theory of Marshall
What is the quantity theory in the face of more focused attention on the relationship between the amount of money with the price, then Mrshall notice a link between the amount of money to national income by the formula:
M = kY
Where:
M = Quanity of money
Y = income in cash bentuik
K = pendaoatan part of that is not spent and want controlled
in bnetuk money
Because the money was income derived from the amount of production multiplied by price
(PO), the Fisher formula can be written as
MV = PO = Y.
Marshall's theory is the beginning of the theory of demand for money. This theory is still very simple, it contains some weaknesses, these weaknesses and then enhanced by subsequent theory. The first drawback is that in reality is not fixed V, both in developed and developing countries. V tend to be constant. The second drawback is the classical theory ignores the influence of the interest rate on perimtaan money. The quantity theory of money assumes that the demand for cash is not affected by interest rate (because the main motive for holding money is for the transaction, the amount depending on income.

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UNDERSTANDING THE LEARNING EVALUATION

Evaluation can be defined as an activity that is planned to determine the state of an object by using the instruments and the results were compared with a
benchmarks to obtain a conclusion. The main function of evaluation is to examine an object or situation to get the right information as a basis for decision making
According Grondlund opinions and Linn (1990) says that pembelajran evaluation is a process of collecting, analyzing and interpreting information secaras
systematically to determine the extent of achievement of learning objectives.
To obtain the right information in the evaluation is done through measurement activities. Measurement is a process of scoring or the numbers of a condition or symptom based atura-specific rules. Thus there is strong correlation between measurements (measurment) and evaluation (evaluation) activities is a basic measurement in the evaluation.
Evaluation is the process of describing, collecting and presenting some useful information for consideration in the decision. Evaluation is an evaluation of learning in the field of learning. The objective evaluation
learning is to gather information as fundamental to know the extent of progress, development, and achievement of student learning and teaching effectiveness of teachers. Evaluation of learning includes the measurement and assessment activities. When viewed from the goal, the learning evaluation is divided based on diagnostic evaluation, selective, placement, formative and summative. When viewed from the target,
evaluation of learning can be distinguished on the evaluation context, inputs, processes, results and outcom. The evaluation process carried out through three phases: planning, execution, processing and reporting.

Types of Learning Evaluation

A. This type of evaluation based on the objectives of the five types of evaluation are distinguished:
1. Diagnostic evaluation diagnostic evaluation is an evaluation which aimed to examine the weaknesses of students and their contributing factors.
2. Evaluation of selective selective evaluation is an evaluation that is used to select the most appropriate Siwa in accordance with criteria specific program activities.
3. Evaluation of placement Eva; uasi placement is an evaluation that is used to place students in certain educational programs in accordance with the characteristics of students.
4. Formative evaluation
5. Formative evaluation Formative evaluation is evaluation carried out to improve and increase the process of learning and teaching.
6. Summative Evaluation Summative Evaluation is an evaluation conducted to determine the outcome and progress bekajra students.

B. This type of evaluation based on the target:

1. Evaluation The evaluation context is intended to measure the context of good programs on rational objectives, background programs, as well as the needs that arise in planning
2. Evaluation Evaluation input that is directed to determine whether the input of resources and strategies used to achieve the goal.
3. Evaluation Evaluation is the process aimed to see the process of implementation, both on kalancaran process, compliance with plans, supporting factors and resistance factor that emerged in the process of implementation, and the like.
4. Evaluation of the results or product evaluation program is directed to look at the results achieved as a basis for determining the final decision, repaired, modified, upgraded or discontinued.
5. Evaluation Evaluation outcom or graduates who are directed to look further student learning outcomes, evaluation of graduates yankni after plunging into the community.

C. Type of evaluation based on the scope of learning activities:

1. Evaluation Evaluais learning program that includes the objectives of learning, content learning programs, teaching and learning strategies, aspe-learning other aspects of the program.
2. Evaluation Evaluation of the learning process that includes the adjustment of learning peoses with the outlines of the learning program that is set, the ability of teachers in implementing the learning process, students' skills in following the learning process.
3. Evaluation Evaluation of learning outcomes learning outcomes include the level of student mastery of defined learning objectives, both general and specific, are reviewed in cognitive, affective, psychomotor.

D. This type of evaluation based on the object and subject of evaluation by the object:

1. Evaluation Evaluation of student input includes the ability of personality, attitudes, beliefs.
2. Evaluation Evaluation tnsformasi against each transformation elements of learning processes among other materials, media, and other methods.
3. Evaluation The evaluation of the graduate output refers to the achievement of learning outcomes.
Based on the subject:
1. Evaluation of internal evaluation done by people in the school as an evaluator, such as teachers.
2. External Evaluation
3. Evaluation is done by people outside the school as evaluators, such as parents, community.

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NATIONAL MONUMENTS

National Monuments

National Monument or the popular abbreviated or Tugu Monas Monument is a monument as high as 132 meters (433 feet) which was established to commemorate the resistance and the Indonesian people's struggle for independence from the Dutch East Indies colonial administration. Construction of this monument began on August 17, 1961 under the orders of President Sukarno, and opened to the public on July 12, 1975. The monument is crowned with flame-coated gold leaf that symbolizes the spirit of the glowing struggle. National Monument is located right in the middle of Merdeka Square, Central Jakarta. Monuments and museums are open every day starting at 08:00 to 15:00 West Indonesia Time. On Monday last week of each month is closed to the public.

History
After the central government of the Republic of Indonesia returned to Jakarta after the previous domicile in Yogyakarta in 1950 following the recognition of the sovereignty of the Republic of Indonesia by the Dutch government in 1949, President Sukarno began thinking about building a national monument which is equivalent to the Eiffel Tower on the ground right in front of Merdeka Palace. Monas monument Development aims to commemorate and preserve the Indonesian struggle during the revolution of independence, 1945, to continue to inspire patriotism and spirit of present and future generations.
On August 17, 1954 a national committee was formed and a national monument design competition held in 1955. There are 51 works entered, but only one works made by Frederich Silaban who meet the prescribed criteria of the committee, among others, describe the character of the Indonesian nation and can last for centuries. The second contest was held in 1960 but again none of 136 participants who meet the criteria. Chairman of the jury later asked Silaban to show the design to Sukarno. However, Sukarno less like the design it and he wanted the monument was shaped phallus and yoni. Silaban then asked to design a monument with a theme like that, but the design of the proposed Silaban too extraordinary that the costs are very large and can not be borne by the state budget, especially when economic conditions were bad enough. Silaban refused to design a smaller building, and suggested that development be postponed until the Indonesian economy improves. Sukarno then asks architect R.M. Soedarsono to resume the draft. Soedarsono enter number 17, 8 and 45, represent begin August 17, 1945 proclamation of Indonesian independence, into the design of the monument. [1] [2] [3] The National Memorial was later built in the area of 80 hectares. This monument diarsiteki Silaban and R. Friedrich M. Soedarsono, began construction August 17, 1961.

Development
The development consists of three stages. The first phase, the period 1961/1962 - 1964/1965 officially begins with the start of construction on August 17, 1961 with a ceremonial stick Sukarno first concrete pegs. Total 284 pins are used as building foundation concrete. A total of 360 pegs embedded earth for the foundation of the national history museum. The entire foundation erection completed in March 1962. The walls of the museum at the base of the building was completed in October. Development obelisk then started and finally completed in August 1963. The second phase of development took place in the period 1966 until 1968 due to the September 30th Movement of 1965 (G-30-S/PKI) and an attempted coup, this phase was delayed. The final stage took place in 1969-1976 by adding a diorama at the museum's history. Although construction has been completed, problems still occur, including leakage of water that flooded the museum. The monument was officially opened to the public and was inaugurated on July 12, 1975 by the President of the Republic of Indonesia Soeharto. [4] [5] The location of this monument known as the Merdeka Square. Monas Square experiencing five times the renaming Gambier Field, Field Ikada, Merdeka Square, National Monument Square and Monument Park. Around the monument there is a garden, two ponds and some open field where the exercise. On holidays Medan Merdeka filled with visitors who enjoy the scenery Monas recreation and perform various activities in the park.

Design Monuments
Monas design based on the concept of universal eternal partner; Linga and Yoni. Monument towering obelisk that symbolizes the phallus male, masculine elements which are active and positive, and symbolizes the day. While the court of the cup base of the obelisk is Yoni symbolizes the female, the feminine element is passive and negative, and symbolizes the night. [6] Linga and yoni is the symbol of fertility and harmonious unity complementary Indonesia since prehistoric times. Also Monas form can also be interpreted as a pair of "pestle" and "mortar", a rice pestle found in every traditional Indonesian peasant household. Thus the full dimensions of the monument design distinctive national culture of Indonesia. The monument consists of 117.7 meters above the obelisk on a square base of The 17 meters tall, the court of the cup. This monument is coated with Italian marble.
Swimming on Merdeka Square Park North is 25 x 25 meters designed as part of the air conditioning system as well as enhance your appearance Monument Park. Nearby there is the fountain and statue of Prince Diponegoro, who was riding his horse, made of bronze weighing 8 tons. The statue was created by Italian sculptor, Professor. Coberlato [7] as a donation by the Consulate General of Honores, Dr. Mario Bross in Indonesia. The entrance to the monument located in North Merdeka park near the statue of Prince Diponegoro. Entrance through a tunnel that is 3 m below the park and cross the road this monument, the entrance of visitors to the memorial monument. Ticket booth located at the end of the tunnel. When the visitors got back into the ground on the north side of the monument, visitors can continue the tour of the relief of the history of the struggle of Indonesia; get into the museum of national history through the door at the northeast corner, or straight up into the middle towards independence hall or elevator to the top court of the monument.

Relief Indonesian History
In the courtyard outside around the monument, at every corner there is a relief depicting the history of Indonesia arise. Relief begins at the northeast corner to perpetuate the glory of the archipelago in the past, displaying the history Singhasari and Majapahit. This relief continues in chronological order in a clockwise direction towards the southeast corner, southwest, and northwest. Chronologically depict the Dutch colonial period, the resistance of the people of Indonesia and Indonesia's national heroes, the formation of modern organizations that fight for an independent Indonesia in the early 20th century, Youth Pledge, the Japanese Occupation and World War II, Indonesia's independence proclamation followed the Revolution and War of Independence of the Republic Indonesia, to achieve the development of modern Indonesia. Reliefs and sculptures are made of cement or metal pipe with the frame, unfortunately some sculptures and statues began to fall out and damaged by rain and tropical weather.

National History Museum
At the base of the monument at a depth of 3 meters below ground level, there is the Museum of National History of Indonesia. Large space museum of history of national struggle with the size 80 x 80 meters wide, can accommodate about 500 people visitors. This marble great room there were 48 dioramas on all four sides and 3 diorama in the middle, so that a total of 51 dioramas. This diorama shows the history of Indonesia since the pre-history to the New Order. This diorama dimula from the northeast corner moving clockwise journey tracing the history of Indonesia; begin the pre-history, the ancient empire like Srivijaya and Majapahit, followed by European colonial period that followed the resistance of the pre-independence national hero against the VOC and Dutch East Indies government. Diorama continues until the period of the Indonesian national movement of the early 20th century, Japanese occupation, wars of independence and the revolution, until the New Order of Suharto's reign.

Independence Room
Inside the monument there is cup-shaped amphitheater Independence Room. This room can be achieved through spin ladder in the north and south side doors. The room is storing state symbols and independence of the Republic of Indonesia. Among the original text of Indonesia's Independence Proclamation stored in a glass case inside the gilded gates, the symbol of the state of Indonesia, a map of the Unitary Republic of Indonesia archipelago gold plated, white and red flag, and the walls are inscribed the manuscript Proclamation of Independence of the Republic of Indonesia. [1] [8 ]. In the space of Independence National Monument was used as a quiet room and meditate for a moment of silence remembering the essence of independence and the struggle of the Indonesian nation. The original of the proclamation of Indonesian independence is stored in a glass case in the gold-plated gate. Mechanical door is made of bronze weighing 4 tons of gold-plated engravings adorned Wijaya Kusuma flower that symbolizes eternity, and the lotus flower which symbolizes purity. This door is located on the west side of the wall right in the middle of the room and black marble. The door is known as a mechanically Independence Gate will open as he let out the song "State Song" followed later by a recorded voice reading the manuscript proclamation middle Sukarno on August 17, 1945. On the south side there is a statue of Garuda Pancasila, the Indonesian state emblem made of bronze weighing 3.5 tons and gold plated. On the eastern side there is writing the script lettered proclamation bronze, this side should display the flag of the most sacred and exalted Sang Saka Merah Putih, which was originally flown on August 17, 1945. But because his condition was getting old and fragile, sacred flag is not displayed. Diding north side of this black marble featuring gilded archipelago, symbolizing the location of the Unitary Republic of Indonesia.

Court Summit and Independence Fire
An elevator (lift) on the south side of the door will bring visitors to the court of the peak size of 11 x 11 meters at an altitude of 115 meters from ground level. This elevator transport capacity of 11 people once. Court of this peak can accommodate about 50 people, and there are binoculars to see the panorama of Jakarta closer. In the elevator around the body there is an emergency staircase made of iron. From the top court of the Monas monument, visitors can enjoy views across the city. If the sunny weather conditions without the smoke haze, in the direction to the south visible from a distance of Mount Salak in Bogor regency, West Java, stretching north sea with small islands.
National Monument at the top there is the cup that sustains bronze torches weighing 14.5 tons and 35 Kilograms of gold coated. Flame or torch, measuring 14 meters high and 6 meters in diameter consisting of 77 sections that are put together. This flame as a symbol of the spirit of struggle of the Indonesian people who want to achieve independence. Initially the flame is coated sheet bronze gold weighing 35 kilograms [1], but to welcome the celebration of half a century (50 years) Indonesian independence in 1995, gold leaf was re-covered so as to achieve weight 50 kilograms of gold sheet. [9] Peak monument form of "Fire Nan unflagging" meaningful for the Indonesian nation always has a fiery spirit in the struggle and never recede or outages of all time. Court of the cup to provide views for visitors from a height of 17 meters from ground level. Court of the cup can be reached via an elevator when it fell from the top court, or through the ladder reached the bottom of the cup. High court of the cup from the bottom of 17 meters, while the high range of space history museum to the bottom of the cup is 8 m (3 feet below ground plus 5 meters of stairs to the base plate). Area of the square courtyard, measuring 45 x 45 meters, it is the preservation of sacred figures Proclamation of Independence (17-8-1945).

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SOCIAL SCIENCE EDUCATION

Understanding the social sciences are a group of academic disciplines which study the aspects related to human and social environment. Science is different from the arts and humanities because it emphasizes the use of scientific methods in human memempelajari, including quantitative methods and kulaitatif.
Philosophy as the mother of all science (mater scientiarum) characters are Plato, Aristotle, Jhin Lokce, Thomas Hobbes, JJ Rousseao.
Philosophy there are three;
1. Natural philosophy, astronomy, physics, (cosmology), chemistry, biology, geography (natural science)
2. Psycho Philosophy; psychology
3. social philosophy; science socio science.

Education according to law No. 20 of 2003 on National Education System article 1 paragraph 1 of education is a conscious and planned to create an atmosphere of learning and the learning process so that learners are actively developing self-personality, intelligence, noble character, as well as the necessary skills themselves, society, nation and the State.
Five points to consider in education;
1. education is a conscious effort to prepare learners
2. education as a guidance activity
3. education as teaching activities
4. education as training activities
5. the role of learners
Client (1989) is a substantial school curriculum. Curriculum as a national plan in an effort to achieve national education goals. Education above adopts rekontrukturisme. Rekontrukturisme ideology calls for education aimed at the ability of the learner's participation will in near compaction.
Science Calhaun social science (1971) science social science as the study of human behavior (the study of the group behavior of human Beings).
Education social science of science; education on social science disciplines
 SMU / SMK; basic level, is still the beginning.
 Students; depth of field of study material for these differences will cause differences in curriculum
 Two things diperhatika of students from all disciplines penajaran
1. Mastery of scientific mastery sustansif aspects of research procedures that can be used to develop the theory of generalization, and concept of the concept of fact.
2. control procedures in the scientific search for truth hedodolis yanti mastery theory, generalization, the concept of the concept of fact.

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MENDUT TEMPLE

The temple is located about 3 km before the temple of Borobudur of Yogyakarta direction, this temple has a pyramid-shaped roof and inside there are Buddhist statues yag flanked by two statues.

Mendut background is a Buddhist temple. This temple is located in the village Mendut, Mungkid district, Magelang regency, Central Java, a few kilometers from Borobudur temple. 7 ° 36'17 .17 "S 110 ° 13'48 .01" E / 7.6047694 ° S 110.2300028 ° E
Period of manufacture
Mendut before the restored ruins of the temple, 1880.
Mendut founded during the reign of King Indra of the dynasty dynasty. In the inscription of bertarikh Karangtengah 824 AD, mentioned that the king Indra has built a shrine called wenuwana which means bamboo forests. By a Dutch archeologist named J.G. de Casparis, this word is connected with Mendut.
Temple architecture
Building materials is actually a brick temple that was covered with natural stone. The building is located on a basement high, so it looks more elegant and sturdy. The stairs go up and the entrance facing southwest. Above the basement there is the hallway that surrounds the body temple. The roof is three-tiered and decorated with small stupas. The number of small stupas built today is 48 pieces.
Building height is 26.4 meters.
Decoration on Mendut
Three statues in the temple Mendut, Dhyani Buddha statues enclosed Wairocana Boddhisatwa Awalokiteswara and Wajrapani.
Decoration found on Mendut form a criss-cross decoration. Decorated with carvings of celestial beings and gods gandarwa APSARA or an angel, two monkeys and a lone eagle.
On both sides there are stairs reliefs Pancatantra stories and temples decorated with reliefs Boddhisatwa jataka.Hariti.Dinding among Awalokiteswara, Maitreya, Wajrapāṇi and Manjusri. In the body wall of the temple there is a relief kalpataru, two angels, Hariti (a yaksi who repent and then follow the Buddha) and Āţawaka.
Buddha in a position dharmacakramudra. Inside the main temple there is a large Buddha statues of three: the Dhyani Buddha Wairocana with the attitude of the hands (mudras) dharmacakramudra. In front of Buddha statues there is a relief in the form of wheels and flanked by a pair of deer, the symbol of Buddha. On the left there is a statue of Awalokiteswara (Padmapāņi) and the right statue Wajrapāņi. Now in front of the statue of Buddha placed hio-hio and baskets to donate. The visitors could spark an incense and pray here.
Chronology of discovery
• 1836 - Found and cleaned
• 1897 - 1904 feet and the body of the temple repaired but less satisfactory results.
• 1908 - Corrected by Theodoor van Erp. The peak can be rearranged.
• 1925 - a number of stupas rearranged.
Reliefs
Below are detailed some relief talks will be presented.
Relief 1 (Brahmin and a crab)
Brahmin and a crab.
In these reliefs there are paintings of animal stories or fables that are known from Pancatantra or Jataka. The full story is presented below:
So is a Brahmin who came from the underworld and named Dwijeswara. He is very dear to all kinds of animals.
They moved him to pray at the mountain and met with a crab on top of a mountain named Astapada, brought in clothes. Then the Brahmin said: "Kubawanya into the river, because I feel sorry for." So he went and met with a hall resting on the riverbank. Then dilepaslah the crab by the Brahmins. The Astapada was relieved of his heart. While the Brahmin rest in these halls. He slept with pleasure, her comfortable.
It is a snake who befriends a crow and a threat to the Brahmins. And the serpent said to his friend the Raven: "If any man come here to sleep, tell me, I was his prey."
The crow saw the Brahmin sleeping on the couch. Immediately out of the snake he said: "I want to prey on his comrade." That's their agreement.
The crabs are brought by the Brahmin heard. Then said the crab in the heart: "Oh, really bad crime the Raven and the snake. Equally bad behavior. "Occurred to him that the crab indebted to the Brahmins. He wants to pay off its debts, so he thought. "There's my strategy, I will be friends with both." Then said the crab, "O my two friends, will kupanjangkan your neck, so that more enjoyable if you want to eat the Brahmin." - "I agree with you suggest, immediately. "So said the raven and the snake both. The two-handed both of them join their necks and disupit on there and here by the crab, and both broke instantly. Death to the Raven and the serpent.
Relief 2 (geese and turtles)
Geese and turtles have in relief painting animal stories or fables that are known from Pancatantra or Jataka. The full story is presented below. But the story is presented below is somewhat different version with paintings in relief this:
There is a turtle living in the lake Kumudawati. The lake was very picturesque, many tunjungnya beranekawarna, there are white, red and (lotus) blue.
There are female male swan, wander looking for food at the origin Kumudawati lake water from lake Manasasara.Adapun name of the goose, the Cakrangga (name) gander, the Cakranggi (name) a female goose. They were living together at the lake Kumudawati.
So already lamalah friends with the turtles. The Durbudi (name) of the male, while the Kacapa (name) of the female.
So it was already nearly dry season. The water in the lake Kumudawati increasingly mengeringlah. [Both] goose, the Cakrangga and the Cakranggi then said goodbye to their friend the tortoise; the Durbudi and the Kacapa. He said:
"O friend we asked ourselves out of here. We want to go from here, because the more mengeringlah water in the lake. Especially before the season we kuasalah kemarau.Tidak far from water. That's why we want to fly from here, fled to a mountain lake called Hima Manasasana. Very pure water is clear and deep. Do not dry out even though the dry season. That's where our goal comrade. "So said the angsa.Maka kurapun answered the tortoise, he said:
"Oh friend, our great love to you, now you will be leaving us, trying to own your life.
Is not (state) with us by you, can not be far from water? Wherever you go we will go, in your joys and sorrows. This is the result of our friendship with you.
Goose replied: "Well the turtles. We no sense. It's no wood, ye pagutlah center, we'll bite the ends there and here with my wife. There is strong we'll bring you fly, [just] do not loose your bite, and again do not talk. Everything that we overcome as long as we fly you later, you should not be reprimanded as well. If someone had asked not to be answered too. That's what you should do, do not comply with our words. If you do not follow our instructions will not work you get to their destination, will end up dead. "So said the goose.
Then dipagutlah middle of the wood by the tortoise, the tip and base pecked by a swan, there and here, the men chant, right kiri.Segera carried by geese flying, will wander into the lake Manasasara, expected destination. It has been far they fly, and came in above fields Wilanggala.Maka are male and female dogs who take shelter under a mango tree. Si Nohan male dog name, the name of the female Babyan. So mendongaklah the female dog, see the geese fly, they both fly the tortoise. Then he said. "O my father, behold, there it is very improbable. Turtles flown by a pair of swans! "Then the male dog answered:" It is impossible for your words. Since when there is a turtle that was brought by the geese fly? Not the tortoise but dry buffalo dung, nests karu-karu! Presents for children geese, there it was! "So said the male dog.
Heard the words of the dog by the tortoise, became angry thought. Bergetarlah mouth because it is considered dry buffalo dung, nests karu-karu.
So mengangalah the tortoise's mouth, loose wood dipagutnyam fell to the ground and then eaten by wolves and the male swan betina.Si shame not complied with his advice. Then they continued on flying to the lake Manasasara.

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BOROBUDUR TEMPLE

The world's biggest Buddhist temple which is one master piece of work among the Seven Wonders of the World is located in the village of Borobudur Borobudur Kec approximately 3 km from the city Mungkid (40km) from Yogyakarta.Kawasan temple built by King Samaratungga of dynasty dynasty in the eighth century has now surrounded by a park area with various power charm for visitors. Strategic location of the magnificent Borobudur temple and sturdy (read: Borobudur Nan Megah) has been much written by several researchers and archaeologists (Sutanto, 2005). But many researchers are up to now still can not decide when they built the Borobudur Temple. But the estimate of the founding of the temple is based on a brief article on frame inscribed reliefs that are at the foot of the temple, which is more or less in the late 8th century to the early 9th century, or about the year 800 AD.
Borobudur temple is located in the framework of the golden century dynasty dynasty, ie, between the 8th century until the 9th century. This triumph was marked by the construction of a large number of buildings scattered temples on the island of Java and Sumatra. Some inscriptions show that the temple is an expression Borbudur dynasty dynasty to uphold and glorify Mahayana Buddhism.
Historical records show that the Borobudur temple built during the leadership of King of the dynasty the most famous dynasty, namely Samaratungga, c. 800s AD. At that time, the construction of this temple is believed to decorate / add rocks in the area of natural hills, so that Borobudur is believed to be piles of stones placed on top of a towering hill. Stones that are organized into the temple as much as 55,000 m3 of andesite, with a tiered pyramid-shaped building that has stairs on all four sides (more at Borobudur Building Structures).
In the reign of King Samaratungga Borobudur temple used as a center of religious activities and worship and pilgrimage in the King Samaratungga. In addition, this temple is also known as centers of knowledge and cultural center of Mahayana Buddhism, and the center of life and economic activities in the dynasty era dynasty.
Triumph Borobudur is believed to survive for 150 years and gradually faded and tended to collapse along with the collapse of the triumph of dynasty dynasty, which was replaced by growth and development of the Kingdom of Mataram era in the year 930 (or roughly the 10th century.) This change had an impact on the shifting center of culture and society towards the east, which is in Jogjakarta. Another impact of this change of power is destroyed and the damage to Borobudur temple, and eventually forgotten and lost in the swallow.
People who are credited with restoring and raising building Borobudur temple of darkness and extinction is Sir Thomas Stanford Rafles in 1814. Rafles was a Lieutenant Governor General of British colonial rule in Indonesia in 1811-1816.
Rafles business are passed by a resident Kedu named Hartman, by doing cleaning the debris from ground dirt and mud (soil and mud is believed to be a remnant of the lava erupting volcano lutusan one existing at the time).
History of Borobudur temple is located in the village of Borobudur, Magelang regency, Central Java. This temple is the second largest Buddhist temple after Ankor Wat temple in Cambodia and included in one of the seven wonders of the world. There are several versions about the origins of the name of this temple. The first version says that the name comes from the Sanskrit Borobudur is "bara" which means "temple or monastery complex" and "beduhur" meaning "high / above".

The second version says that the name Borobudur History possibility comes from the word "sambharabudhara" which means "mountain slope terraces." A third version is interpreted by prof. Dr. Borobudur Poerbotjoroko explains that the word comes from the word "bhoro" which means "monastery" or "dorm" and "Budur" which means "above".

Poerbotjoroko opinion is corroborated by prof. Dr. W.F. Stutterheim who argue that Bodorbudur means "monastery on a hill". Meanwhile, another version put forward by Prof. J.G. de Casparis based on inscriptions Middle Reef, said that Borobudur comes from the word "bhumisambharabudhara" which means "place of worship of ancestral spirits."

Middle Reef was still based on inscriptions and added to the inscription Kahuluan, JG de Casparis in his dissertation in 1950 said that the history of Borobudur Temple was founded by King Samaratungga estimated from Sayilendra dynasty circa Sangkala sense Sagara Caka kstidhara or 746 years (824 AD) and can only be resolved by a daughter named Dyah Ayu Pramodhawardhani in about the year 847 AD. Making this temple according to the inscription Klurak (784 AD) assisted by a teacher from Ghandadwipa (Bengalore) named Kumaragacya and a prince of Kashmir called Visvawarma.

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RICE IN INDONESIA

Rice is rice, rice food is still a raw food can not be eaten, then terlebihd first be cooked to be eaten and consumed. Rice derived from rice plants at planting by rural farming communities. Before the formation of the first young rice plants grown in fields that have been given a plow and fertilizer by farmers. So the land becomes fertile and contains many elements of nutrients that can fertilize plants. The process of land piracy using the tractor or by menual by using cow or ox dilakukann using traditional tools. Then after the hijacking of paddy before the rice seedlings are planted by the lip of the worker, done in parallel and in sequence with each other to make it easier for farmers to do the weeding. Penyiagan done when the rice has been aged less than three months from the time of planting. Also dilakuka spraying pests and animal wildlife that can affect the productivity of rice yield.
Rice who has stepped on the time of conception must be sprayed to help the process of fertilization. After a period of time spraying and treatment of rice has mengguninng, still need to be safeguards for the rice crop is not destroyed and eaten by wild animals, birds or rodents and is generally the most disturbing is the farming communities planthopper pests and pest grasshoppers.
After the rice has been contained mengguning and then later the harvesting. Rice that has been harvested then deposited and sold to middlemen brokers.
And partly cooked and boiled so that the rice. The process of boiling rice is also known as 'team'. Penanakan needed to evoke the smell of rice and make it softer but still maintained for consistency. Making rice with excess water in the process perebusannya will produce pulp.
Colors that have been cooked rice (cooking) vary depending on the type of rice used. In general, color is white rice when white rice is used. Brown rice or black rice rice will produce a similar color with the color of rice. Low content of amylose in rice starch will produce the rice tends to be more transparent and sticky. Sticky rice, which contains very little starch amylose and amylopectin almost entirely, to have such properties. Japanese rice (japonica) for sushi contains about 12-15% amylose content, so the rice is more sticky than the rice consumed in Tropical Asia, which amilosanya levels around 20%. In general, amylose content of rice by more than 24% will produce rice that 'inflammation' (not sticky, hard, and easily separated.)
Rice is eaten by most people in Asia as the main carbohydrate source in the daily menu. Rice as a staple food usually served with side dishes to complement the taste and also complement one's nutritional needs. Rice can be treated again with other food ingredients into new dishes, like fried rice, yellow rice or rice kebuli. Rice is the staple food can be said for people in Asia, especially Southeast Asia.

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Starting entrepreneurship

A. Introduction

Who often complained of by the students when it will start the entrepreneurship,
where to start? In addition, students often even the general public,
plagued by illness' do-not 'like' lest I lose ',' lest not
behavior 'when it would start a business. In addition, some doubt 'Oh no
rival a lot ', how can I can win the competition?
The following will be presented the steps in starting a business based on the theoretical framework of lecture modules 3, 4, 5, 7, and 8.

B. The steps to start entrepreneurship
1. Identifying business opportunities
In the third lecture module on business opportunities actually stated that opportunities exist all around us, it's just that there are some individuals who are able to view the situation as an opportunity that does not exist. This is due to factors information in its possession information allows one to know that there are opportunities for other people sat ignored the situation. Access to information is influenced by life experiences and social relationships (Shane, 2003).
a. Experience life. Life experience to give greater access of
information and knowledge about the discovery of opportunities. Two aspects of
life experiences that increase the likelihood of someone finding
opportunities of work function and variation of work.
b. Social relationships. An important step in which one obtains
information from interactions with others. Some experts recommend that when a fear of entrepreneurship are alone, then started the business as a group is an alternative. Therefore, the quality and quantity of social interaction will further enable individuals to create groups in entrepreneurship. The information is important when going to start a business is information about the location, market potential, sources of capital, labor, and organized manner. The combination of an extensive network and background kenekaragaman
the rear will make it easier to get information.
Some sources of business opportunities, among others:
a. Changes in technology
b. Changes in policy and politics
c. Socio-demographic changes

2. Optimizing Potential self
After about the business opportunities it must be combined with the potential
self. What competitive advantage do I have? What often happens in our society is to choose a business that is a trend at that time. This is fine but when the growth process does not create innovation, it will be difficult to compete. Counter HP in Yogyakarta is a mushrooming business in 3-4 years. If they do not have competitive advantages such as after-sales service, competitive prices, or service is generally good, it is difficult to grow. Someone comes into a store to buy HP, largely because the information had been obtained beforehand whether by word of mouth or from newspapers. This is very different from the expert therapist for autistic children. Reality shows autistic increased in society, while the service or therapist autism has not been too much. Special expertise that 'rare' to search people without considering aspects of the business location.
Knowledge-based service business (knowledge-intensive service) is an alternative business that has a competitive advantage. Usually they set up businesses such as financial consultants, management consultants, engineering consultants because of the ability of knowledge he had. Therefore, this business model should be developed in kewiarausahaan in Higher Education. Students are encouraged to research specific areas of knowledge to new knowledge and can be utilized by the community.
Apart from self-potential in terms of the knowledge we have, it would still need
optimizing aspects of motivation and personality. In the fifth lecture module characteristics
Psychology of entrepreneurship from the perspective of the description was obtained some
kaharakteristik that drive business success and what does not. Therefore,
the extent to which you are able to optimize the potential psychological in starting a
business?

3. The focus in the business of
Peter Drucker states that an expert in entrepreneurship in the starting a business or be advised to focus innovation starts from a small-based resources we have. Vidi catering in Yogyakarta is one example where the founders background undergraduate agricultural technology, food processing department. Starting a business rantangan for children in boarding house because they live in the vicinity of campus, then as basic knowledge in the field of food processing, and then developed into catering, hotels, and now and the conference hall wedding packages (event organizer).

4. Courage to start.
Entrepreneurship world is a world of uncertainty while the information
owned by that will start a little business. Therefore, 'a little bit crazy'
(Overconfidence) and dare to take risks is extremely necessary. Do it first. The road first. If there is trouble, just wanted Jelan discharge.

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TEACHING PROFESSION

What, Why, and How to Work Profession
Profession is a job in carrying out their duties require / demand expertise (expertise), using scientific techniques, and dedication. Expertise gained from the educational institution dedicated to it with a curriculum that can be accounted for.
The characteristics of professions, namely the existence of:
1. performance standards;
2. special education institutions to produce professionals with the standards of academic quality that is responsible;
3. professional organizations;
4. ethics and professional code of ethics;
5. reward system;
6. community recognition.
Teaching Profession
Basically, the teaching profession is a profession that is growing. Although there is an opinion that the teacher is a position semiprofesional, but actually more than that. This is possible because the position can only be obtained at the teacher education institution that prepares graduates of teachers, the professional organizations, codes of ethics and there are rules about the functional position of teachers (SK Menpan No. 26/1989).
Professionalization effort is unnecessary negotiable because its unique teaching profession. Professional teachers must have the various competencies such as professional competence, personal and social.

The characteristics of the Teaching Profession
The characteristics are as follows professorship.
1. Position involving intellectual activity.
2. Position the torso wrestle a special science.
3. Professional positions that require a long preparation (compared with work that requires a mere general practice).
4. Positions that require training in a sustainable position.
5. Position a promising career and life of permanent membership.
6. Position that determines the standard (default) itself.
7. Position is more concerned about service above personal gain.
8. Positions that have a strong professional organization and are closely connected.

Background to the Teaching Profession
Professorship motivated by the need of teachers. This need increases with educational institutions that produce prospective teachers to produce professional teachers. At the present time LPTKs be the only institutions that produce teachers. Although the position of the teaching profession has not been fully told, but the condition has improved with increased incomes of teachers, recognition of the teaching profession, professional organizations are getting better, and educational institutions that produce teachers so there is a certified teacher through the Teach Act. Professional organization working to unite members of the profession and the motion steps to enhance the professionalism of its members. After PGRI who became the only professional organization of teachers in Indonesia, later developing a kind of teachers' organizations (MGMP).

Scope of the Teaching Profession
The scope of services of teachers in carrying out his profession, which consists of
(1) administrative services in education,
(2) instructional services, and
(3) support services, which all three strive to enhance students' optimal development.
The scope of the teaching profession can also be divided into two groups namely group knowledge and mastery of basic techniques and professional group of professional ability.
Personality Competence
Competence personality is a number of competencies related to personal skills with all the characteristics that support the implementation tasks teacher.
Some personality teacher competency are as follows.
1. Faithful and pious to God the Almighty.
2. Believe to yourself.
3. Tolerant and tolerant.
4. Being open and democratic.
5. Patience in keguruannya profession.
6. Develop themselves for the progress of his profession.
7. Understand the purpose of education.
8. Able to human relationships.
9. Understand the advantages and disadvantages of self.
10. Creative and innovative in its work.
Teacher Social Competence
Social competence is the ability of teachers to adapt to the demands of work and the environment at the time of bringing his duties as a teacher. The role of the teacher brought in a society different from other professions. Therefore, the public attention given to the teachers were different and there is specificity, especially the demand to become a pioneer of development in areas where teachers live.
Some social competence that need to be owned by teachers, among others the following.
1. Skilled at communicating with students and parents Learners.
2. Be sympathetic.
3. Can cooperate with the BP3.
4. Clever hang out with my friend co-worker and Education Partners.
5. Understand the surrounding world (Environmental).

Components of Professional Competence
Professional competence is a competence of teachers associated with the profession that demands a variety of expertise in the field of education or teacher training. Professional competence is a basic skills teacher in the learning and knowledge about human behavior, field of study dibinanya, the right attitude about PBM environment and have skills in teaching techniques.
Some components of professional competence of teachers is the following.
1. Mastery Learning Materials and Their concepts.
2. Management of teaching and learning programs.
3. Classroom management.
4. The management and use of media and learning resources.
5. Mastery of educational foundations.
6. Ability to assess achievement of teaching and learning.
7. Understanding the principles of management of institutions and educational programs in schools.
8. Mastering the methods of thinking.
9. Improving the ability and professional mission.
10. Provide assistance and guidance to students.
11. Having insight into educational research.
12. Able to conduct simple research for teaching purposes.
13. Able to understand the characteristics of learners.
14. Able to organize School Administration.
15. Having insight about educational innovation.
16. Take bold decisions.
17. Understanding the curriculum and its development.
18. Ability to work planned and programmed.
19. Able to use time appropriately.

The relationship between Mastery and Ability Teaching Materials
Mastery of basic foundation material becomes a teacher to have the ability to teach. Mastery of a teacher is done by reading the book-fur lessons. The ability of mastery of the material has a close connection with teachers' teaching abilities, the more in control of a teacher in the material / instructional materials in teaching it will be more successful if underpinned by its ability to use teaching methods.
Mastery of teaching materials to start with knowing the contents of the material and how to approach teaching materials.
Teachers who master the teaching materials will be more confident in teaching the material, always creative and innovative in delivery methods.

Situational Decision and Transactional
Situational decision regarding decisions about what and how the teaching will be realized based on the analysis of the situation (objectives, materials to be delivered, time and facilities available and the default behavior of students).
Situational decision taken when compiling the preparation of teachers written in the form of lesson units (satpel).
Transactional decisions are made by teachers adjustments relating to the implementation of situational decisions based on the feedback obtained from the interaction with student teachers as well as from interactions between students in the PBM is in progress.
Transactional decision was taken because of the changing circumstances that developed in performing PBM.
Role of Teachers in the Development of Learning Design
The learning process is a process of inquiry and reflective, which emphasizes the importance of teachers' experience and appreciation of the process. Learning design should be developed on the basis of instructional goals oriented to the development of students. The development is the goal of learning. The design of good learning design in short and long term components include: (a) Analysis of the curriculum,
(b) instructional objectives,
(c) the plan of activities,
(d) evaluation plan.

Role of Teachers in the Implementation of Learning and Classroom Management
1. Effective learning manifested in behavioral changes as both learners and the impact of the instructional impact accompaniment. The learning process takes place in a scene that need to be organized and managed into an environment or conditions conducive learning.
2. Pluralistic approach in classroom management combining various approaches, and look at classroom management as a set of activities to develop and maintain an effective learning environment.
3. Problems of teaching and classroom management are two things that can be distinguished but it is difficult to separate. Both are interrelated; classroom management is a prerequisite for the continuity of the learning process effective.
4. Learning environment is developed and maintained with due regard to diversity factors and the development of learners. Classroom management is developed through the stages: the formulation of ideal conditions, gap analysis, strategy selection, and assessment of the effectiveness of the strategy.
5. Structuring the classroom physical environment is an essential element in classroom management because it gives effect to the behavior of teachers and learners

Role of Teachers in the Evaluation of Learning
Evaluation is the process of obtaining information to form judgments in decision-making. Information required for the purpose of evaluation techniques enmeshed with inquiry, observation, analysis, tests. The selection technique used is based on the type of information should be disclosed so that the evaluation could be used in a variety of techniques at once. Processing the measurement results of the study intended to evaluate the process and learning outcomes

Understanding the Role of Teachers in the Elementary Student Learning Development
While learning is a process of personal development of students, the students' progress should be the basis for learning. Aspects of student development that includes physical and motor development, cognitive, personal, and social development has important implications for the learning process. The implication is related to content development and learning strategies, and cooperation of school with parents.
Definition and Purpose of Guidance and Counselling
1. Guidance can be defined as "the process of helping individuals to achieve optimal development."
2. Counselling is defined as "the process of helping individuals (clients) on an individual basis in situations of face-to-face relationship, in order to develop themselves or solve his problems."
3. Counseling is one type of guidance service, which is considered the core of the overall guidance service.
4. Guidance and counseling aims to help individuals or for learners to develop his personality in an optimal, either in relation to aspects of physical, intellectual, emotional, social and moral-spiritual.

Functions, Principles, and Principles of Guidance
1. As the process of providing assistance to individuals (students), guidance serves as an effort to (a) understanding,
(b) prevention,
(c) development, ಅಂಡ್
(d) repair.
2. Tutoring is held based on the principles ಆಫ್
(a) individuals or learners are in the process of developing,
(b) guidance targets are all learners,
(c) care for all aspects of development,
(d) the ability of learners are the basis for determining the choice,
( e) guidance is an integral part of education, and
(f) the assistance provided in an effort to develop the ability of learners to realize himself.
3. Organizing professional guidance should care about the principles, such as confidentiality, openness, expertise, dynamism, and tut wuri handayani.
Fields and Types of Tutoring Services
1. Implementation of the guidance, covering the areas of personal, social, academic, and career.
2. The types of guidance services, including orientation, information, learning, group counseling, placement and distribution, individual counseling, and group counseling
Relations with Educational Guidance
Be established with a good education, if supported by its components in the areas of leadership or administration, teaching, and students' personal service or guidance. Through counseling, education process to facilitate the development of those aspects or personal characteristics of students optimally.
Kepembimbingan Teacher Role in Learning in Schools
In accordance with the nature and characteristics of school child development, guidance and counseling in schools more effectively become an integral part of the job counselor. Guidance implemented in an integrated school in the learning process, except the things that require special handling.
In the process of learning at school teachers need to show a leadership role by creating a climate or atmosphere of learning that the charged / nuanced guidance. In the process of learning that teachers play a role not only deliver instructional materials, but also develop effective behaviors both with respect to learning behavior, personal, social or career.
Helping Troubled Students
Problems faced by students can be divided into a learning problem and the problem is not learning. However, these problems usually lead to learning difficulties. Student learning difficulties can be identified by testing the results of learning, basic skills tests, observation study habits.
The factors that cause learning difficulties can be classified into external and internal factors. There are several techniques to help students who have difficulty learning, नामली
(1) teaching improvement,
(2) enrichment,
(3) increased motivation to learn,
(4) improvement of learning skills,
(5) development of attitudes and habits of effective learning।

Guidance on the School Development Program
There are 4 core components in the program guidance, नामली
(1) common basic services,
(2) Service responsiveness,
(3) individual planning services, and
(4) Supporting system. Basic public services are services aimed at helping all students develop behaviors that must be mastered for the long term. Responsive service is a service to help students solve problems or develop behaviors that become necessary at this time and must be served. Individualized planning services are directed to help students plan for education, career and personal development.

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